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| Producing and Identifying Evidence-Based Practices in Special Education |
| Tuesday, May 31, 2005 |
| 11:30 AM–12:20 PM |
| Williford C (3rd floor) |
| Area: EDC; Domain: Applied Research |
| CE Instructor: Samuel L. Odom, Ph.D. |
| Chair: Timothy A. Slocum (Utah State University) |
| SAMUEL L. ODOM (Indiana University) |
 Dr. Samuel L. Odom is the Otting Professor of Special Education at Indiana University School of Education. He has authored many journal articles and chapters about programs for young children and their families, is the co-editor of six books on early childhood special education, is the former Editor of the Journal for Early Intervention, and has been Guest Editor of topical issues of several journals including the Journal of Applied Behavior Analysis. He served on the National Academy of Sciences Committee on Educational Interventions for Young Children with Autism in 2001 and was recently the Chair of the Task Force on Quality Indicators of Research Methodology in Special Education, established by the CEC-Division for Research. In 1999, Dr. Odom received the Research in Special Education Award from the Special Education Research SIG of AERA, and he received the Division for Early Childhood Service to the Field Award in 2001. His research addresses issues related to the inclusion of typically developing children and young children with disabilities in early childhood education settings, intervention to promote the peer-related social competence of young children with autism, and curricula to promote the early school success of preschoolers at risk for school failure. |
| Abstract: Researchers and scholars in the field of education are being pushed to be more scientific in the research they conduct and the practices they recommend. In an effort to strengthen evidence that underlies the effectiveness of educational practices, the federal government has placed a strong emphasis on conducting experimental research because it can establish a causal relationship between educational practices and outcomes for participants. Experimental research is often defined as randomized experimental group designs. In Special Education, however, single subject designs are another viable experimental methodology that may document the causal link between intervention/instruction and outcomes. In this session, the Dr. Odom will present a set of quality criteria for single subject design methodology established by the CEC Division for Research and compare it with criteria established by other professional organizations. Guidelines for using single subject design to provide causal evidence for the effectiveness of clinical and educational practices will also be presented. |
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